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| Preface | |
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| About the Authors | |
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| The Role of School Leaders in School Improvement-Past, Present, and Future | |
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| Past to Present | |
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| Leadership Matters | |
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| Bootstrap Data: Information That Helps | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activities | |
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| Using Research to Solve the Puzzle of School Improvement | |
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| School Administrators' Use of Research | |
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| Types of Research Administrators Encounter | |
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| Applied Research Versus Vendor-Based Research | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activities | |
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| Action Research and the Inquiry Process | |
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| What Is Level 1: Classroom-Level Action Research? | |
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| Action Research, Naturally | |
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| Steps in Level 1: Classroom-Level Action Research | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activities | |
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| School-Level Action Research | |
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| Steps in Conducting Level 2 School-Level Action Research | |
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| Identifying the School-Level Issue | |
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| Developing an Action Research Team | |
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| Types of Action Research Teams | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activities | |
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| Analyzing Data as an Action Research Team | |
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| How to Analyze Data as an Action Research Team | |
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| Three Main Data Points for Needs Assessment: An Overview | |
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| Analysis Techniques | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activities | |
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| Examining Past Research, and Reviewing and Critiquing Cause-Effect Experimental Research | |
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| Examining Past Research and Literature | |
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| Databases | |
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| Selecting from the Review of Literature | |
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| Full Text and HTML | |
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| The Action Research Team and the Review of Literature | |
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| Analyzing the Review of Literature | |
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| Creating a Literature Matrix | |
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| How to Critique Cause-Effect Research | |
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| Experimental Research | |
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| How Should Action Research Teams Critique Experimental Research? | |
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| Causal-Comparative Research | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Question | |
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| Activities | |
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| Critiquing and Applying Correlational and Survey Research | |
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| Correlational Research | |
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| Caution About Drawing Causality | |
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| The Correlational Coefficient | |
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| Types of Correlational Research | |
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| Statistical Significance | |
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| Using Correlational Research | |
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| Critiquing Correlational Research | |
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| Survey Research | |
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| How to Critique Survey Research | |
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| Survey Design and Development | |
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| Adapting and Adopting Instruments from Survey Studies | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Question | |
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| Activity | |
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| Critiquing and Applying Qualitative Research | |
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| Qualitative Research | |
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| Methods Used for Qualitative Research | |
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| Access to Subjects and Settings | |
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| Examples of Qualitative Research | |
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| Types of Qualitative Research | |
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| Using Qualitative Research | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Question | |
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| Activity | |
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| Gathering Data From Staff and Other Stakeholders | |
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| Gathering Feedback with the Survey | |
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| Why Feedback Is Needed | |
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| Methods for Gathering Feedback | |
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| The Survey and the School Administrator | |
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| Effects of a Poorly Constructed Staff Survey | |
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| Basic Components of a Survey | |
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| Tips for Writing Quality Items | |
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| Administering and Collecting the Survey | |
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| Methods for Administering Surveys | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activity | |
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| Step 2: Developing a Program for School Improvement | |
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| Developing Quality Programs and Initiatives | |
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| Aligning Need to Program Activities | |
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| Introduction of the Logic Models | |
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| Why Use a Logic Model? | |
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| Logic Model: Basic Building Blocks | |
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| Showing Change with a Logic Model | |
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| Using Logic Models | |
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| Using the Logic Model with Your Action Research Team | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activity | |
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| Step 4: Implementing the Program or Intervention With Fidelity | |
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| What Is Fidelity in Action Research? | |
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| Developing a Fidelity Checklist and Observational Protocol | |
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| Evaluating Professional Development | |
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| Evaluating the Fidelity of Professional Development | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activity | |
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| Step 5: Gathering and Analyzing Data | |
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| Gathering and Analyzing Standardized Data | |
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| Three Levels of Assessment Data | |
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| Different Types of Standardized Measures | |
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| How to Critique Standardized Measures | |
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| Confusing Reliability and Validity | |
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| Applying Different Types of Standardized Measures to Your Logic Model | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Question | |
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| Activity | |
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| Step 6: Reflecting and Making Modifications to the Plan | |
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| Reflecting on the Logic Model to Determine Success | |
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| Reflecting on Activities | |
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| Reflecting on Outputs | |
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| Reflecting on Intermediate Outcomes | |
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| Reflecting on End Outcomes | |
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| The Action Research Team and Making Modifications | |
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| Summary | |
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| Key Concepts | |
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| Discussion/Reflection Questions | |
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| Activities | |
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| Case Study 1: Addressing High Teacher Turnover and Low Student Performance | |
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| Background and Personal Characteristics of a School Leader | |
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| Step 1 | |
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| Step 2 | |
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| Step 3 | |
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| Your Turn... | |
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| Step 4 | |
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| Your Turn, Again... | |
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| Case Study 2: Decreasing the Performance Gap Between General Education and Special Education Populations | |
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| Background and Personal Characteristics of a School Leader | |
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| Level of Preparedness | |
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| Forming the Action Research Team | |
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| Conducting the Data Analysis | |
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| Your Turn... | |
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| Case Study 3: Addressing Behavioral Problems and Low Student Performance | |
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| Background and Personal Characteristics of a School Leader | |
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| Level of Preparedness | |
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| Step 1 | |
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| Step 2 | |
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| Your Turn... | |
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| Case Study 4: Improving Low Ela Scores at the Elementary Level | |
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| School Leader | |
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| School District | |
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| Level of Preparedness | |
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| Step 1 | |
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| Step 2 | |
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| Your Turn... | |
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| References | |
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| Index | |